La Comida, Spanish Leson

Today, in our Spanish class, we will learn something about Latino Food. Th food in Latin America are so different from food in Asia or in United States of America. The most popular dish in Mexico as my main dish of teaching are tacos. I prepared 50 tacos for my 50 students. They all enjoyed. I also made salad and cake for them to eat. I think they all have a wonderful sharing time today. It is a very relaxing day.

Through this lesson, I can also ask them what kinds of things are they eating. They have to tell me ll the ingredient in Spanish. This will work very well, because they won't just eat but they will taste and learn at the same time. Teaching about food is my favorite thing to do, not just in Spanish language but also in English, too.

Jazz Chant Lesson

Content Area: Spanish
Grade Level(s): 10-11LESSON
1: Jazz Chant
Objectives: TLW be able to successfully recite the chant in rhythm, using previously learned vocabulary.
Materials: Copies of the chant
Overhead example of chant (optional)
ProcedurePreview: Teacher will review introductionTeacher will then say each line of the chant separately
Present: Entire class will add rhythm and beat to the chant Entire class will repeat the chant aloud
Review:Teacher will hand out copies of the chant
Students will fill in the blanks
Follow-up:Students will read their work aloud
Caveats and Options:Students could try to create their own jazz chant

LESSON 2: Jigsaw Activity
Content Area: Spanish
Grade Level(s): 10-11
Objectives: TLW be able to eat like people in South America using a knife and fork. TLW also be able to teach their peers how to eat certain food items.
Materials:Paper plates BananasPlastic knives and forks Sliced breadFrozen peas
ProcedurePreview: Teacher will access students' background knowledge on South American foods (i.e., what do people eat in Argentina?).
Discuss how Americans eat food and how they use utensils
Describe how to use the knife and fork when eating bananas, peas, and bread (meat)Review:Teacher will divide the class into groups of 3 and ask them to number off 1-3 1's: Bread (meat)
2's: Peas3's: BananasTeacher will go to each group to demonstrate how to eat the itemsStudents will go back to original groups and teach each other how to eat the other foods
Follow-up:Students will have races to see who can eat their peas the fastest

LESSON 3: Video Segment
Content Area: Spanish
Grade Level(s): 10-11
Objectives: TLW be able to create a fictional newscast, demonstrate acceptable levels of fluency in Spanish, and research a given topic.
Materials:Video camera
Blank video tape(s)
ProcedurePreview: Teacher will discuss American news broadcasts Teacher will show a taped American news broadcast
Present:Teacher will then show taped newscast(s) from Latin American countries
Review:Teacher will divide the class into groups of 4 (1-weather, 1-sports, 2-anchors)
Each group will be assigned a different Latin American country to report on
The entire class will go to the library to do research
Groups will write a fictitious newscast on their given countries and broadcast live while someone records them
Follow-up:Recordings will be shown to the rest of the class

LESSON 4: Art Activity
Content Area: Spanish
Grade Level(s): 10-11
Objectives: TLW be able to construct a piata and to describe a typical Latin American celebration
Materials:Video (on celebrations)Pinata
Materials- balloons- newspapers/paper EacutechCcedil- crepe paper- cones, boxes
ProcedurePreview:Teacher will access students' background knowledge on Latin American celebrations (possibly make comparisons to American celebrations)
Class will discuss piatasPresent:Teacher will show the video on Latin American celebrations Teacher will show the class an already made piata
Review:Students will construct their own individual piatas for the remainder of the period. They will finish them at home if necessary.Students will also be asked to write on Latin American celebrations in their Spanish journals.
Follow-up:Students will show their piatas to the class when they are complete, and they will also be hung up in the classroom.

LESSON 5: Computer ActivityContent
Area: Spanish
Grade Level(s): 10-11
Objectives: TLW be able to successfully operate the program Recuerdos de Madrid and identify vocabulary dealing with the kitchen.
Materials:Computer program Recuerdos de Madrid Procedure
Preview:Teacher will find out how many students are familiar with computers
Present:Teacher will show Recuerdos de Madrid to the class
Review:Students will work in pairs through the program paying close attention to the section on the kitchen and foods
Follow-up:Teacher will quiz the class on the kitchen/food vocabulary References:Recuerdos de Madrid(a ten-part computer adventure), created by Robert Blake, URochester, 1991, D.C. Heath.

JAZZ CHANT
Fill in the blanks appropriately, using vocabulary from previous chapters.
Mi nombre es

______________________ .Yo vivo en el _______________ . (pueblo/campo)Me gusta ir ________________________ .Y hoy estoy _______________________ .

Jazz Chant competition

Today at Sheng-Kung's Girls High School had a Jazz Chant competition. This competition is based on Junior One students. All of them did a great job. They worked so hard to have today's performance. I am very proud of all of my students.

What is a Jazz Chant?
Jazz Chants are Carolyn Graham's snappy, upbeat chants and poems that use jazz rhythms to illustrate the natural stress and intonation patterns of conversational American English. The first book, Jazz Chants, was published in 1978, followed by Jazz Chants for Children one year later. For twenty five years, classes all over the world have enjoyed jazz chanting as a unique way for students to improve their speaking and listening comprehension skills while reinforcing the language structures of everyday situations.

How to use Jazz Chants in the classroom?
You can use these jazz chants in a variety of fun ways. You can practice stress and rhythm with your class, to help your students sound more natural when they speak English. Also, because each jazz chant focuses on different vocabulary and grammar, you can also use them to review important words and structures! Here are some ideas on how to use these jazz chants with your class.

Practice stress and rhythm
Choose a jazz chant you want to use and make one copy of the chant for every pair of students in your class.
1. Play the recording for the first time just for fun.
2. Give each student a copy of the recording script, and play the recording again as theylisten and read at the same time.
3. Put students into pairs and have them put a small circle above each word that is stressed.
4. Check their answers, then play the recording again as they listen and check.
5. Play the recording one more time and have students sing along.

Review vocabulary
Check the vocabulary focus for each jazz chant and choose one you want to review. Make one copy of the Recording script for every two students in your class.
Write the vocabulary focus on the board and put students into pairs to make a list of as many associated words as they can.
Play the recording and have students note all the words they hear that are associated with the vocabulary focus.
Give each student a copy of the Recording script, and play the recording again as they listen and read at the same time. Tell them to underline all the target words.
Finally, play the recording one more time and have students sing along.

Review grammar
Check the grammar focus for each jazz chant and choose one you want to review. Make one copy of the Recording script for every two students in your class.
Write the grammar focus on the board and put students into pairs to make a few example sentences using the grammar.
Play the recording and have students note how many times they hear the target grammar.
Give each student a copy of the Recording script, and play the recording again as they listen and read at the same time. Tell them to underline each example of the target grammar.
Finally, play the recording one more time and have students sing along.

Tip! For the final sing-a-long stage, why not divide the class into two groups, and have each group sing a different section!

Tip! To help students identify the stress and rhythm, clap your hands in time to the beat. Encourage them to do the same.

Tip! Remember, these are supposed to be fun! Keep the pace of the class quick and lively, and try to always make sure students join in the singing.

Examples of Jazz Chants:
By LaVon Bridges
Chant: Musk Ox Oomingmak
Musk ox,
Bearded One,
standing in a circle
guarding cows
and little calves
from a wolf attack.
Musk ox,
Bearded One,
standing in a circle.

By LaVon Bridges
Chant: Sikuliqiruq (The ice is breaking up)
Sikuliqiruq,
The ice is breaking up.
Sikuliqiruq,
The ice is breaking up.
Moving, moving.
Sikuliqiruq,
Moving, moving.
Sikuliqiruq.

Caribou
By Alice Wright
Chant: Caribou, caribou
Oh, you caribou,
so many in a herd,
dropping calves in rolling hills,
need to be alert.

Oh, you caribou, so many in a herd,
Here come the grizzlies,
don’t you think they’ll hurt?

Oh, you caribou, so many in a herd,
Here come the wolves;
they’ll eat you with a smirk.

Oh, you caribou, so many in a herd,
Here come mosquitoes.
You’d better roll in dirt.

Oh, you caribou, so many in a herd,
Here come ice and snow.
For lichens you’ll search.

We are the Rogers Park Wolves
By Alice Wright
We stay in the pack, Jack.
We eat good food, Dude.
We help each other, brother.
We work together, Heather.
We like to howl,
Pal.OOOOoooo.

We are very smart, Bart.
Each one is unique, Zeke.
We obey our leader, Peter.
Together we are strong, Wong.
We like to howl,
Pal.OOOOoooo.

We’re always alert, Bert.
We keep peace in the clan, Stan.
We like to communicate, Mate.
We run faster than Moose, Duce.
We like to howl,
Pal.OOOOoooo.

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